兼顾多元主体质量观的中小学人机协同教学质量评价框架研究

Research on the Quality Evaluation Framework for Human-Machine Collaborative Teaching in Primary and Secondary Schools: Integrating Multiple Stakeholder Quality Perspectives

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摘要智能技术的飞速发展促使人机协同逐渐成为基础教育的主流教学形态。文章通过访谈教学者、学习者、研究者、研发者四类相关价值主体,提炼中小学人机协同教学的质量观和质量要素,进而构建兼顾主体间需求与差异的质量评价框架。通过对共计20位受访者的访谈文本进行主题分析和编码统计,研究发现:人机协同教学质量观有协同整合型、成效导向型、技术效能型、体验驱动型四类,各类主体均持有成效导向型质量观;结合对14位专家进行德尔菲专家咨询,最终确定中小学人机协同教学质量评价框架包含协同目标、协同策略、协同效率、协同效果、协同体验、协同伦理六个维度,各维度包含三个质量要素,其中实效性、互补性、个性化、交互性和满意度为核心质量要素。多元价值取向的质量观和质量评价框架能够为我国基础教育阶段智能教育的课堂实践与可持续发展提供设计依据和评价思路。 The rapid development of intelligent technology has gradually made human-machine collaboration a mainstream teaching paradigm in basic education.This paper extracts the quality perspectives and quality elements of human-machine collaborative teaching in primary and secondary schools by interviewing four types of stakeholders:educators,learners,researchers,and developers.It then constructs a quality evaluation framework that takes into account the needs and differences among these stakeholders.Through thematic analysis and coding statistics of interview texts from a total of 20 participants,the study identified four quality perspectives on human-machine collaborative teaching:the collaborative integration-oriented,the outcome-oriented,the technology efficiency-oriented and the experience-driven.All stakeholders hold the outcome-oriented quality perspective.Combined with the Delphi expert consultation with 14 experts,the final quality evaluation framework for human-machine collaborative teaching in primary and secondary schools was determined to include six dimensions:collaborative objectives,collaborative strategies,collaborative efficiency,collaborative effects,collaborative experience and collaborative ethics.Each dimension contains three quality elements,among which effectiveness,complementarity,personalization,interactivity,and satisfaction are core quality elements.The quality perspectives and evaluation framework with multiple value orientations can provide a design basis and evaluation approach for the classroom teaching practice and sustainable development of intelligent education in China's basic education stage.

作者王辞晓伍潇贝尚俊杰 WANG Cixiao;WU Xiaobei;SHANG Junjie(Faculty of Education,Beijing Normal University,Beijing 100875;Graduate School of Education,Peking University,Beijing 100871)

机构地区北京师范大学教育学部北京大学教育学院

出处《电化教育研究》北大核心 2025年第9期83-90,98,共9页 E-education Research

基金北京市教育科学“十四五”规划2023年度重点课题“数据驱动的中小学人机协同教学质量评价与提升路径研究”(课题编号:BGAA23030)。

关键词人机协同教学人工智能基础教育课堂教学教学评价 Human-Machine Collaborative Teaching Artificial Intelligence Basic Education Classroom Teaching Teaching Evaluation

分类号 G434 [文化科学—教育技术学]

作者简介王辞晓(1992-),女,吉林白山人。副教授,博士,主要从事在线教育、学习科学、人机协同教学研究。E-mail:wangcixiao@bnu.edu.cn;通信作者:尚俊杰,E-mail:jjshang@pku.edu.cn。